PRE-SERVICE AND IN-SERVICE TEACHERS’ PERCEPTIONS OF GLOBAL ENGLISHES IN ACCENT AND PRONUNCIATION VARIETIES

• Main Authors: Fu-Yen Chiu, 邱富彥
• Other Authors: Ai-Ling Wang
• Format: Others
• Language: en_US
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/95z4su

博士 === 淡江大學 === 英文學系博士班 === 106 === This study investigated the awareness of Taiwanese pre-service teachers and in-service teachers towards Global Englishes. Their attitude toward and perceptions of accents and pronunciations instructions in the realm of Global Englishes were explored. This study surveyed 225 pre-service and in-service teachers in total, with 16 semi-structured interviews from five comprehensive universities and 13 secondary schools in The Taipei–Keelung metropolitan area. The mixed methods included descriptive statistics, inferential statistics, and qualitative data. The findings show the inadequacy of the promotion of Global Englishes to pre-service teachers and in-service teachers by Educational programs, English departments, the MOE, and continuing education for teachers. However, prior exposure to the concept of Global Englishes was observed through informal channels such as life experiences, preparing for and taking English proficiency tests, and mass media. Although participants realize the ownership of English is beyond national boundaries, they are still inclined to choose materials spoken by people from the Inner Circle. Nonetheless, pre-service teachers and in-service teachers are willing to expose students to different English varieties once their leaners are accustomed to Standard Englishes. They also pointed out certain difficulties may impede the implementation of the learning objective stated in the curricula for English. Furthermore, pre-service teachers and in-service teachers have stricter standards in terms of their own accents and pronunciations than those they set for their students. As for pronunciation instruction, students are encouraged to learn K.K. phonetic symbols to reach a better intelligibility. To help the MOE fulfill the implementation of Global Englishes, the concept of Global Englishes is recommended at teacher training programs to prepare for the upcoming curricula for English.